exam-notes-summary-early-childhood-teaching-and-learning

ECTL6111 – Exam Learning Unit 1 Theme 1: The Importance, Purpose and Aims of ECD LO1: Explain the importance of early childhood education with particular reference to the South African context: It is important as the:  The young child needs to be stimulated.  It opens neural pathways for future learning.  It develops basic skills in all areas of development.  Learning begins from birth.  The early years are most important.  Quality education provides a foundation for all future learning. LO2 : Identify the purpose of early childhood education and the Grade R year: Purpose of Grade R:  Development of the whole child.  Readiness and skills development for formal education.  Development of a positive attitude towards learning. LO3: Discuss the six factors that indicate preparedness for formal schooling: 1. Early mathematical understanding.  Colours  Shapes  More or less adding and subtracting.  Count to 10. 2. Health and physical well-being.  Healthy choices (fruit and veg)  Gross muscle development. 3. Social and emotion competence and independence.  Respect  Turn taking.  Interactions with children. 4. Language communication.  Express themselves and emotions.  Converse with peers.  Make their needs known Downloaded by nipsey scott () lOMoARcPSD| 5. Positive learning disposition.  Willingness to learn.  Happy to be at school. 6. Thinking and Problem Solving.  Cognitive skills.  Understanding a circumstance and solving a problem. Theme 2: Early Childhood Education Challenges LO4: Debate the challenges of successfully implementing the Grade R year in different contexts in South Africa. 1. Location Of Grade R Classroom:  Rural, urban and informal settlements ( woman looks after children while neighbours go to work)  Availability of resources, quality of teaching, health and care precautions vary.  The more income an area has, the better and more equipped the classroom is. 2. Grade R attached to primary schools:  Primary schools are formal learning environments.  Lack of necessary infrastructure to accommodate quality teaching and learning.  Overcrowding occurs,  EG: Toilets can be situated far from the classrooms.  Child initiated play or free play becomes an issue as the noise levels distract the other grades.  Existing infrastructure – unsuitable for the type of learning through play that is required. ( more space needed)  Begin to blur grade r and grade 1 together and have a formal approach.  The Grade R developmental and learning needs differ. 3. Community Based Sites: Downloaded by nipsey scott () lOMoARcPSD|  Private or community run.  Various levels of access and quality.  Many not registered.  Some – open plan shack ( 50+ children) and the quality of teaching is compromised.  They must meet the needs of the young children such as attention to water, environmental sanitation, health, nutrition, physical development and curriculum. 4. Age of the grade R child:  Children must start grade 1 when they turn 7. 5. Class Size:  Attention Span – distracted easily.  Lack of control (if there are too many children) – Domino effect.  Capacity (desks may not be enough) – overcrowding (rural)  Teacher to child ratio is 1:30. 6. Language:  Different home languages.  Different cultures with different understanding of morals and manners.  Disadvantaged if they don’t understand. Eg: communication on the playground.  Barrier or carrier. 7. Rural Challenges:  Physical conditions inadequate.  Children’s achievements are weak in comparison to others.  Lack of clean running water, electricity and proper toilet facilities.  Lack of fencing, security, libraries, sports fields and computers.  These are not good conditions to provide a sound education for young children. 8. Teacher Qualifications:  Create an appropriate learning environment.  Can communicate and be sensitive to that age.  Has an in depth understanding of children.  Give age suited tests.  Create a play based learning environments. Facts: (about children)  Children begin learning and developing before they are born. Downloaded by nipsey scott () lOMoARcPSD|  The first 7 years of their lives are where they learn the most. ( foundations are formed)  Unique and develop at own facts.  Learn through exploration and discovery as they are curious and adventurous. IN ADDITION:  Language is NB as it is central to thinking.  Children do not learn by sitting still for long and listening to a teacher talk.  They learn through imitation.  Children should be given the opportunity to make choices an dthe teacher should guide these choices.  Children’s development is influenced by factors in their environment and within themselves. Learning Unit 2 Theme 1: Perspectives on Early Childhood Education: LO1: Explain how different perspectives on learning and development have influenced teaching and learning in early childhood education. Growth: increase in physical size. Development: increase in functional capacity. Learning: deepening of knowledge and understanding. Holistic Development:  Interrelationship between the aspects of a child’s development.  Social, Physical, Emotional, Cognitive, Moral, Language.  Includes past (history) , present status and the relationship with others. Two Theories that carry a holistic message: Maslows hierarchy of needs and Bronfenbrenners ecological systems perspective. THEORIES 1. MASLOWS HIERACHY OF NEEDS: Downloaded by nipsey scott () lOMoARcPSD| Needs at the bottom must be met first. (Air, food, water, shelter, clothes) Need to feel safe and secure before. Need to feel loved and that we belong. Reach SELF-ACTUALISATION 2. BRONFENBRENNER’S ECOLOGICAL SYSTEMS:  Child is influenced by a number of environmental and people factors.  Different experiences influence how a child will develop and learn.  Inherent and environmental.  No person develops in isolation. Mesosystem: Has a set of microsystems within it which are closest to child and are involved in the everyday environment. Eg family, classroom, peer group and religious setting. Example of disturbance